USING THE K-W-L STRATEGY TO BOOST ENGAGEMENT AND COMPREHENSION IN READING LESSONS

This paper explores the challenges students face in reading comprehension and examines the potential of the K-W-L strategy as an effective instructional approach. Drawing on several research studies, the text highlights common reading difficulties such as limited comprehension, unfamiliar vocabulary, and lack of motivation. It then discusses findings from recent literature showing how the K-W-L technique can activate prior knowledge, increase student engagement, promote active participation, and improve overall reading comprehension. The paper reflects on the author’s own classroom experience and considers the practical implications of adopting the K-W-L strategy to enhance reading instruction.